國中小英語寫作課程 發展及設計 國立成功大學外文系 閔慧慈 du.tw

國民中小學英語課程課程目標 培養學生基本的英語溝通能力，俾能運 於實際情境中。

分段能力指標  英語科課程分為國小及國中兩階段︰ 國小階段︰國小三、四、五、六年級。 國中階段︰國中一、二、三年級。 以上兩階段的教學同時注重聽、說、讀、寫，不過本課程希望 能運用兒童在發音學習方面的優勢，於國小三、四年級的啟蒙 階段強調聽、說的學習，讓兒童藉由豐富的英語聽、說的學習， 奠定良好的英語口語溝通基礎。然而即使是在啟蒙階段，讀、 寫活動並未偏廢，而是適時融入課程，讓學生藉由接觸簡易的 閱讀材料，以及適當的臨摹及填寫字詞等練習，自然體驗語言 的不同形式，以收聽、說、讀、寫四者相輔相成的效果。

國小階段  能書寫印刷體大小寫字母。 能書寫自己的姓名。 能臨摹抄寫課堂中習得的詞彙。 能臨摹抄寫課堂中習得的句子。 能拼寫一些基本常用字詞（至少 一百八十個）。 能依圖示填寫重要字詞。 能掌握英文書寫格式寫出簡單的 句子。

思考問題 國小英語教師應具備哪些知識，俾能設計出溝 通式寫作教學活動，以培養訓練學生寫作技 巧 ? 一、教學理念 二、教師對兒童英語寫作能力發展之認識 三、教師對兒童英語寫作教學活動之認識

ESL Teachers’ Opinions About ESL writing  Writing is just another way of practicing grammar.  Just writing “a lot” will improve an ESL student’s language.  You can’t really teach writing.  The teacher’s job is simply to design, assign, and evaluate writing.  If a student can speak English well, s/he will be able to transfer those skills to writing.

Writing Skills that Need to Be Taught  Heuristic  Rhetorical  Cognitive  Developmental

學齡前幼童英語書寫能力發展六 大階段 (Understanding )  Scribble: marks they make mean something  Prephonemic stage: combinations of letters not yet represent sounds  Early phonemic: each word is represented by one letter (RCRBKD for)  Letter-name stage: use letters to represent more than one or two sounds in a word (I SOD a rAD AND PEC HWS)  Transitional stage: overgeneralization of patterns and invented spellings  Conventional

Pre-Phonemic Stage

Early Phonemic Stage

Letter Name Stage I Y [was] GY [going] ITSD [outside] YS [with] M [my] THR [teacher] SR [Sarah].

Transitional Stage

Conventional Stage

Types of English Writing Activities  Controlled Writing  Guided Writing  Free Writing

What is a Communicative Writing Activity? It is a writing activity that is 1)authentic: use of student writing sample 2)purposeful 3) focus on individual student needs 4)contextualized: write about what they speak and read about

Preparing Students for Writing  1.Using print in the classroom: Students need to explore the ways that print informs, entertains, displays intentions, and enhances learning.  2.Writing daily: drawing, creative spelling are acceptable  3.Promoting discussion prior to writing: various types of lists and labels for objects are an important source for beginning students.  4.Tapping student interest:strike a balance between curriculum and student needs  5.Providing reasons for writing

國小學生應具備之英文寫的技 巧 (Learn to Write)  認識辨別英文印刷體大小寫 (recognition and identification of English print letters, both upper and lower cases)  英文印刷體大小寫之模寫 (trace) 書寫 (copy)  簡易英文單字之書寫 (names)  簡易英文句子之書寫 (No running. )  英文標點符號之運用

Recognition & Identification of English Letters  1.Searching capitals (evaluation)  2.Examining typographical conventions 3. Look for signs that show English letters  4.Coloring & Matching (see handout)  5.Remembering & Matching (card game)  6.Punctuation and capitals

Search Capitals, Punctuation& Capitals  My name is Mary.  I’m from Taiwan.  How are you?  Books on Sale!  Santa Clause  Mt. Ali  Taipei

Examining Typographical Conventions , q, q, q, q, q, q  g, g, g, g, g, g, g )

Look for Signs that Show English Letters  M  New York  Pizza Hut  Starbucks  Your Observation?

Coloring and Matching

Copying  1.Overwriting:  2.Delayed copying  3.Making word lists  4.Select & copy  5.Personalizing the course book  6.Creative copying (Who wants to eat like the English teacher?)  7.Copy & Correct: find a text which contains a number of examples of obviously bizarre English and ask students to correct them.

Making Word Lists  Theme related (animals, color, name)  Words with two letters (is, am, my, me)  Words that show action (cry, hit, run, say)  Your activity?

Select & Copy  Ask students to choose five words or two sentences that they like most, hate most, cannot write very well to copy in their word books.

Match and Copy

Organize and Copy

Personalizing the Course Book  Change the conversation in the course book by using students’ names.

Writing Activities  Controlled writing (unscramble sentences, fill-in exercise, dictation,), picture writing  Guided Writing (picture writing, story writing)  Fee writing:pre-writing activities (talking about the subject, compose word stars, vocabulary charts, topic vocabulary, dialogues)  Communicative writing:, invitation/ writing, leave of absence (communicative writing activities)

Writing Activities WordsSentencesParagraphs Controlled Writing Guided-Writing Free Writing

Controlled Writing  1)unscramble words  E.g., play/at/we/my house/can  How to make “unscramble words” a communicative writing activity? E.g., five times/new words/write/at home  2)substitute pronouns (change “you” into “she” )  E.g., How are you? I’m OK. What’s wrong? My dog is sick.  3)fill-in exercise

Controlled Writing (Cont.)  I like_________.  I don’t like________.  I hate ________.  I enjoy________. Question: How can you turn one of the controlled exercises into a contextualized one which is purposeful and meaningful to your students?

Controlled Writing (Cont.)  4)dictation  E.g., Puss is my cat. He is not like other cats. He likes to play with dogs and run after motorbikes.  5)poem writing  6)picture writing  7)letter writing

Poem Writing Amy Short, Thin Teaching, Singing, Dancing I like her a lot. My English teacher

Format of Cinquains  topic  two adjectives  three verbs  a sentence showing feelings  a synonym for the topic  Your poem

Controlled Writing (Cont.)  6) picture writing  E.g., This is _____.  He is a(n) _____.  Think of two more guiding fill-in exercises for this controlled writing.

Letter/ /Card Writing  Dear _____, Are you free on _____? _____ going to the _____. Would you like to come with _____? Love _____

Reply I  Dear _____, I’d love to go to the _____ with _____ on _____. Thanks. Love _____

Reply II  Dear _____ I’m sorry I can’t go to the _____ with _____ on _____. Thanks anyway. Love _____

Vocabulary Charts and Simple Sentence Writing (Guided Writing)

Writing Words & Sentences (Guided Writing)  Ask students to write a story of seven sentences -Dictate “This story took place in ….” (place) -Dictate “It was a …. day” (weather) -”On one side there was …”(name, a famous person) -”Nearby was… “(name, another famous person) -”He said to her, ‘…’ ” -”She replied to him, ‘…’ ” -”The consequence was ….”

Writing Words & Sentences (Guided Writing)  Enabling students to write a fully punctuated text about a topic of interest to themselves. -We want to have good grades. -Then you need to work hard, go to bed late, etc.

Free Writing  Brainstorming: jotting down ideas  Outlining: word stars  Topic sentence: Topic + controlling idea  (talking about the subject, compose word stars, vocabulary charts, topic vocabulary, dialogues)

Writing Words: Word Star

Brainstorming  Dog: bite friend (nice) cat (miao) bone wag tail (good) Another topic: My_____

Word Stars & Outlining  Word Stars: Dog-bite-bone-friend-wag tail  Outlining: Main idea (friend)  -bite bad people  -wag tail at our friend *Word Stars & Outlining for My _________

Finding the Main Idea Paragraphs have main ideas and details. A paragraph is a group of detail sentences that tell about one main idea.

Peer Review  Spelling Checker  Reader  Organizer  Mechanics Checker  Grammar Checker

Teacher Feedback  Positive Feedback  Written Commentary  Error Feedback

Conclusion  Teachers’ knowledge about writing development and types of writing activities are important for helping elementary school students to develop their writing abilities.

Finding the Main Idea  Marie pushed her carrots to one side of her plate. She flattened the top of her mashed potatoes and placed one carrot there. Then she cut her meat into small pieces. She put them in a circle around the mound of potatoes. “Aren’t you going to eat, Marie?” her mother asked.

Special Notes  Demonstrating Writing Process  Focusing on Idea Development during Brainstorming  Focusing on Idea Organization during Outlining  Engaging Students in Peer Response  Multiple Drafts are needed during the Composing Process